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P1253037290MSJXp

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Move towards greater connectivity with students and consideration ... Students see learning as a partnership where they have a semblance of control and input. ... – PowerPoint PPT presentation

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Title: P1253037290MSJXp

1
Differentiation and the teacher librarian
A NOTEBOOK PROGRAMME IN SCHOOLS
2
Differentiation at PLC
3
How is the paradigm changing? (Students)

Move towards greater connectivity with students
and consideration of readiness, interest,
passion, environment and learning styles as being
essential keys to effective learning.
Students need to see immediate relevance to what
they are studying presently, see the portability
in what they learn for both across learning areas
and and into the future
Students see learning as a partnership where they
have a semblance of control and input.
Emphasis now on how students learn rather than
what they learn (thinking curriculum)

4
How has the paradigm changed - teachers?

Outcomes focused education and more broadly based
generic thinking and learning
Definite move against lock step approach to
learning and more to a differentiated curriculum
delivery
Technology-fuelled curriculum demands are driving
many of these curriculum changes
Strong move towards evidence-based practice and
school accountability

5
What are teacher librarians offering?

Inquiry based models that are often rigid and
focus on information skills and research rather
than on thinking
Focus on the process approach to information
rather than other variables such as learning
profile, content, product, environment, readiness
and learning passion
Emphasis on one off, short term programmes and
lessons that cant show any sustained evidence of
value adding

6
What are teacher librarians offering?

Rigidity in the role of the teacher librarian
we need to move from the fixed to the generic,
offering more pedagogical expertise and support
Apprehension and lack of knowledge about the use
of technology as a powerful learning tool rather
than a more functional one that looks at how the
technology works.

7
Differentiating to meet these new demands

Differentiation is an inclusive approach that
focuses on understanding and connectivity with
the learner as being hallmarks ALL learning
activity.
It challenges us to emphasis the HOW and the WHAT
in our approach to teaching and learning by
adopting a more generic and connected approach
to thinking and learning.

8
Differentiation -HOW?

Focuses on these key things
Learning profile
Readiness
Interest
Environment

9
Learning Profile

Thinking style
Multiple intelligence
Brain research

10
Thinking Styles

Herrmanns model of holistic brain dominance
combined with Julia Atkins' use of colour to
break the brain up into four distinct quadrants.
Most people have a dominant mode of thinking
which influences their learning and interactions
with the world.
Our aim is to give the student the opportunity to
recognise their unique thinking style and to
develop whole brain thinkers and learners.

11
Thinking Styles
12
Multiple intelligences

We use Howard Gardners multiple intelligence
theories to show how students express their
understanding and their preferred way to learn
Interpersonal Naturalist
Intrapersonal Bodily/kinesthetic
Visual Musical
Mathematical

13
Readiness

Looks at where the learner is now, what they
bring to the partnership and where they would
like to go. It is based on
Past knowledge
What they dont know
What they need to know

14
Environment

This is negotiating with students about how the
classroom,library looks and feels. Students make
decisions about the surrounding to help maximise
their learning potential.
It is also about the emotional security they feel
which allows them to challenge and explore
different pathways.

15
Interest
This is passion learning but it is far more than
just choice! It is about the process of
discovery and giving opportunity to see what they
like, what inspires them and what they need to
know to stretch their learning. Giving students
a free choice is NOT the same as offering a
differentiated learning discovery.
16
Differentiation - What
Content Process Product
17
Content

These are the core elements or understandings,
knowledge and skills we want the students to
have.
It needs to have the intellectual scaffolds
inbuilt and and be
varied in format so that student readiness,
learning profiles
and interests can be accommodated.

18
Process

Process is the action or how students engage
with the task, personalise it and begin to create
knowledge and understandings. Scaffolding is an
essential part of process and should reflect a
whole brain approach so that varied learning
styles are incorporated to maximise learning
success.

19
Product

This is how students demonstrate their
understanding at the end of the unit rather than
in the short term (end of the lesson).
ICT is integral and critical in this stage it
is NOT just about choice. It is about access,
equity and ability.

20
Levels of ICT to assist leaning

Level One
Word processing, fonts, diagrams, some images and
colour
Level Two
Graphics, icons,databases, screen captures, web
links
Level Three
Animations, interactive links, imovie, audio
functions, specific
software applications such as Hyper studio or
Inspiration

21
Meeting the Challenge

Becoming leading classroom practitioners in
pedagogy and teaching. The value adding in an
educational sense is of paramount importance.

Blooms TS
22
Meeting the Challenge

We need to assume a educational support view and
operate equally from classrooms or use smaller
groups in our libraries.

Simple Qns
Yr 7 overview
Powerful Qns
23
Meeting the Challenge

Be part of long term writing and planning of
units. Offer to create and teach the units both
in a team teaching and co teaching situation.
Use or develop your ICT expertise to meet the
demands of a digital curriculum.

Science
Economics
24
Meeting the Challenge

Be strategic! Find out who are the powerbrokers
or curriculum leaders. Offer to do things for
them as you need them far more than they will
ever need you!
For any further information or for a copy of this
power point
Contact ggreen_at_plc.wa.edu.au
After 25 March

25
ICT Levels